This quasi-experimental, pre-post study with non-equivalent comparison groups explores the potential for resequencing of course content to affect positive change in an undergraduate, introductory statistics course at a mid-sized, flagship university that is located in a southern state. Quantitative analyses suggest that the implementation of resequencing not only expands content coverage, but also improves student success rates, student learning, and student perceptions of the course. These findings, filling a gap in the statistics education literature, point to resequencing as one possible curriculum design that might improve student outcomes and further the future investigation of content sequencing in statistics and related disciplines.